{"id":44,"date":"2026-06-12T14:26:12","date_gmt":"2026-06-12T14:26:12","guid":{"rendered":"https:\/\/aldonafrelik.com\/en\/?p=44"},"modified":"2026-06-12T14:34:49","modified_gmt":"2026-06-12T14:34:49","slug":"experience-at-work-before-annual-reviews","status":"publish","type":"post","link":"https:\/\/aldonafrelik.com\/en\/experience-at-work-before-annual-reviews\/","title":{"rendered":"Learning from Experience at Work Before Annual Reviews"},"content":{"rendered":"\n

Aldona Frelik – Workplace Coach \u00b7 Systems Thinker \u00b7 aldonafrelik.com<\/a><\/p>\n\n\n\n

There are still some months to go before annual reviews and appraisal conversations begin. Promotion discussions and feedback at work often focus on results, goals, and performance.<\/p>\n\n\n\n

But growth doesn\u2019t happen once a year.<\/p>\n\n\n\n

It happens in the hundreds of small moments between those conversations.<\/p>\n\n\n\n

And interestingly, this time of year often brings something else with it. As summer approaches, many workplaces begin to slow down. Meetings feel a little less intense, inboxes a little quieter, and there is often more space to think between tasks.<\/p>\n\n\n\n

That quieter rhythm matters.<\/p>\n\n\n\n

Because reflection rarely happens in the middle of constant urgency. It tends to appear in the gaps, in the pauses between doing and reacting.<\/p>\n\n\n\n

Perhaps that\u2019s one of the gifts of summer. Not necessarily more time, but more mental space.<\/p>\n\n\n\n

A chance to notice patterns in how we work, communicate, and respond. A chance to learn from experience before the next annual review, appraisal conversation, or promotion opportunity arrives.<\/p>\n\n\n\n

For a long time, I didn\u2019t know there were names for the process. I wasn\u2019t following a model or using any particular framework. Through experimentation, curiosity, and gradually becoming more open to feedback, I noticed something interesting.<\/p>\n\n\n\n

The more willing I was to observe what happened, reflect on it, and make small adjustments, the more I grew. Not only as an employee, but also as a person.<\/p>\n\n\n\n

Years later, I discovered that much of what I had been doing intuitively had already been described by researchers and educators. There were names for these processes: feedback loops, Kolb\u2019s Reflective Cycle, Gibbs\u2019 Reflective Cycle, and Donald Sch\u00f6n\u2019s ideas of reflection-in-action and reflection-on-action.<\/strong><\/p>\n\n\n\n

But perhaps the names matter less than the principle behind them.<\/p>\n\n\n\n

We are always becoming.<\/p>\n\n\n\n

Not fixed. Not finished. Not defined by a single success or a single mistake.<\/p>\n\n\n\n

Just continually learning from experience.<\/p>\n\n\n\n

Experience Is Not the Same as Learning<\/h2>\n\n\n\n

People often say that experience is the best teacher. Yet experience alone doesn\u2019t guarantee learning.<\/p>\n\n\n\n

Two people can go through the same project, presentation, annual review, or difficult conversation and come away with very different outcomes.<\/p>\n\n\n\n

The difference lies in what happens afterwards.<\/p>\n\n\n\n

Do we judge ourselves?<\/p>\n\n\n\n

Do we dismiss feedback?<\/p>\n\n\n\n

Or do we become curious?<\/p>\n\n\n\n

Learning happens when experience is followed by observation, reflection, and adjustment.<\/p>\n\n\n\n

Learning from Experience: Four Approaches<\/h2>\n\n\n\n

1. Feedback Loops<\/strong><\/h3>\n\n\n\n

Work is full of feedback loops, even when nobody is formally giving feedback.<\/p>\n\n\n\n

Perhaps you notice that a presentation landed differently than expected. A colleague responds positively to a change in your communication. A customer asks the same question repeatedly. A team meeting feels more productive when everyone has time to contribute.<\/p>\n\n\n\n

These observations create opportunities for learning.<\/p>\n\n\n\n

A Simple Feedback Loop:<\/h4>\n\n\n\n

Situation \u2192 Action \u2192 Observation \u2192 Reflection \u2192 Adjustment \u2192 New Situation<\/p>\n\n\n\n

Feedback loops need time between inputs to become visible.<\/p>\n\n\n\n

Sometimes the slower pace of summer gives us enough distance to recognise patterns that constant activity can hide.<\/p>\n\n\n\n

Every new situation creates another opportunity for learning.<\/p>\n\n\n\n

And we don\u2019t only learn from our own experiences.<\/p>\n\n\n\n

We also learn from: colleagues, customers,  leaders, teams, mistakes, and successes.<\/p>\n\n\n\n

The more aware we become of these interactions, the more intentional our growth can be.<\/p>\n\n\n\n

Reinforcing and Balancing Feedback Loops<\/h4>\n\n\n\n

In “Thinking in Systems”, Donella H. Meadows writes:<\/p>\n\n\n\n

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\u201cSystems with similar feedback structures produce similar dynamic behaviours<\/em>.\u201d<\/p>\n<\/blockquote>\n\n\n\n

In other words, the patterns we repeatedly create tend to produce familiar outcomes.<\/p>\n\n\n\n

Reinforcing Feedback Loops<\/h5>\n\n\n\n

Reinforcing loops amplify what is already happening.<\/p>\n\n\n\n

For example:<\/em><\/p>\n\n\n\n

Confidence \u2192 Speaking up more \u2192 Positive responses \u2192 More confidence<\/p>\n\n\n\n

But reinforcing loops can also work against us:<\/p>\n\n\n\n

Self-criticism \u2192 Avoidance \u2192 Less practice \u2192 Lower confidence \u2192 More self-criticism<\/p>\n\n\n\n

Both patterns strengthen themselves over time.<\/p>\n\n\n\n

Balancing Feedback Loops<\/h5>\n\n\n\n

Balancing loops help systems adapt and return to equilibrium.<\/p>\n\n\n\n

For example:<\/em><\/p>\n\n\n\n

Presentation doesn\u2019t go as planned \u2192 Reflection \u2192 Adjustment \u2192 Improved presentation \u2192 Greater confidence<\/p>\n\n\n\n

Or:<\/p>\n\n\n\n

High workload \u2192 Fatigue \u2192 Rest and recovery \u2192 Restored energy<\/p>\n\n\n\n

Constructive feedback at work often acts as a balancing loop. It provides information that allows us to adjust rather than simply continue in the same direction.<\/p>\n\n\n\n

Understanding these patterns reminds us that growth is rarely linear.<\/p>\n\n\n\n

Small adjustments, repeated over time, can gradually change the dynamics of the whole system.<\/p>\n\n\n\n

And perhaps that includes the systems within us.<\/p>\n\n\n\n

2. Kolb\u2019s Reflective Cycle<\/h3>\n\n\n\n

Educational psychologist David Kolb described learning as a continuous cycle.<\/p>\n\n\n\n

-> Concrete Experience<\/p>\n\n\n\n

-> Something happens.<\/p>\n\n\n\n

-> Reflective Observation..<\/p>\n\n\n\n

-> You step back and notice what happened.<\/p>\n\n\n\n

-> Abstract Conceptualisation<\/p>\n\n\n\n

-> You identify patterns and lessons.<\/p>\n\n\n\n

-> Active Experimentation<\/p>\n\n\n\n

-> You try something differently next time.<\/p>\n\n\n\n

-> And then the cycle starts again.<\/p>\n\n\n\n

Kolb\u2019s model reminds us that experience alone isn\u2019t enough. Reflection and experimentation turn experience into learning.<\/strong><\/p>\n\n\n\n

3. Gibbs\u2019 Reflective Cycle<\/h3>\n\n\n\n

Graham Gibbs developed a six-step framework for deeper reflection.<\/p>\n\n\n\n

Description<\/strong> \u2013 What happened?<\/p>\n\n\n\n

Feelings<\/strong> \u2013 What was I thinking and feeling?<\/p>\n\n\n\n

Evaluation<\/strong> \u2013 What went well and what didn\u2019t?<\/p>\n\n\n\n

Analysis<\/strong> \u2013 Why did it happen?<\/p>\n\n\n\n

Conclusion<\/strong> \u2013 What have I learned?<\/p>\n\n\n\n

Action Plan<\/strong> \u2013 What will I do differently next time?<\/p>\n\n\n\n

This approach can be particularly useful after presentations, difficult conversations, projects, annual reviews, or appraisal discussions.<\/p>\n\n\n\n

Instead of asking:<\/p>\n\n\n\n

\u201cDid I do well?\u201d we can ask: \u201cWhat can I learn from this?<\/em>\u201d<\/p>\n\n\n\n

4. Reflection-in-Action and Reflection-on-Action<\/h3>\n\n\n\n

Donald Sch\u00f6n described two kinds of reflection.<\/p>\n\n\n\n

Reflection-in-Action<\/strong><\/p>\n\n\n\n

Thinking while doing.<\/em><\/p>\n\n\n\n

Perhaps you notice that people look confused during a presentation, so you slow down and explain differently.<\/p>\n\n\n\n

Reflection is happening in real time.<\/p>\n\n\n\n

Reflection-on-Action<\/strong><\/p>\n\n\n\n

Thinking afterwards.<\/em><\/p>\n\n\n\n

What happened? What surprised me? What worked? What would I change next time?<\/p>\n\n\n\n

Both forms help us develop professionally and personally.<\/p>\n\n\n\n

Feedback Is About Performance, Not Identity<\/h2>\n\n\n\n

It took me many years to learn that constructive feedback – good or bad – is not a verdict on my character. It is just the information on the performance. Nothing less and nothing more. And the performance can always be adjusted, if I make such decision. <\/p>\n\n\n\n

Constructive feedback at work is about performance, behaviours, communication, and approaches. Not about who you are as a person.<\/p>\n\n\n\n

And performance can change. Skills can improve. Communication can be refined.<\/p>\n\n\n\n

Habits can evolve. Experience can be built.<\/p>\n\n\n\n

That\u2019s why reflective practices are so valuable. They help us move from self-judgement to curiosity.<\/p>\n\n\n\n

Instead of asking:<\/p>\n\n\n\n

\u201cWhat\u2019s wrong with me?\u201d we can ask: What happened? What influenced the outcome? What worked well? What could I try differently next time? What am I learning from this experience?<\/p>\n\n\n\n

Constructive feedback gives us information, not labels. It allows us to draw conclusions, make adjustments, and continue growing.<\/p>\n\n\n\n

The goal isn\u2019t perfection. The goal is learning.<\/p>\n\n\n\n

Because careers are built not by getting everything right the first time, but by repeatedly noticing, adjusting, and developing over time.<\/p>\n\n\n\n

Growth Happens Between Annual Reviews<\/h2>\n\n\n\n

Annual reviews, appraisals, and promotion conversations matter.<\/p>\n\n\n\n

But growth happens long before those meetings. It happens when we become more aware of the processes happening around us, and within us.<\/p>\n\n\n\n

When we stay curious. When we allow feedback to inform rather than define us.<\/p>\n\n\n\n

When we see every conversation, challenge, and experience as information rather than evidence of our worth.<\/p>\n\n\n\n

Perhaps that\u2019s what Always Becoming means.<\/p>\n\n\n\n

Not becoming perfect. Not finally arriving. But continuing to learn from experience, with a little more awareness, a little more wisdom, and a willingness to adjust along the way.<\/p>\n\n\n\n

Because maybe we don\u2019t just<\/em> have experiences. We participate in feedback structures.<\/p>\n\n\n\n

And by changing those structures, we can change the patterns they produce.<\/p>\n\n\n\n

Continue the Conversation<\/h2>\n\n\n\n

Growth rarely happens in isolation. Some of the most valuable lessons come from observing ourselves, listening to feedback, and learning from the experiences of others.<\/p>\n\n\n\n

That shift from judgement to curiosity, needs practice. And practice needs a container. For me, one of those containers has been Toastmasters International<\/a>, where constructive feedback is woven into every meeting.<\/p>\n\n\n\n

At this point, I would like to leave a few questions to reflect on:<\/p>\n\n\n\n

What experience taught you something important at work?<\/em><\/p>\n\n\n\n

Have you ever discovered that a challenge or mistake became a turning point for growth?<\/em><\/p>\n\n\n\n

Which of these approaches resonates most with you: feedback loops, Kolb\u2019s cycle, Gibbs\u2019 reflection, or simply learning through experimentation?<\/em><\/p>\n\n\n\n

I\u2019d love to hear your thoughts and experiences in the comments.<\/p>\n\n\n\n

Perhaps growth isn\u2019t about having all the answers. Perhaps it\u2019s about remaining curious enough to keep learning.<\/p>\n\n\n\n

Always becoming.<\/a><\/em><\/p>\n\n\n\n